The human resource development strategy involves higher education. In this manner, the business course plans to furnish understudies with the abilities required in the realm of work.. However, the success of entrepreneurship education (EE) still cannot meet the expectations of human resource departments in several companies. Student skills only match the needs of SMEs. Through bibliometric analysis, this study seeks to ascertain future research directions on the relationship between (EE) and human resource development (HRD) for improvement. Using "Publish and Perish" and "Mendeley web importer" Publishing trends peaked in 2017 and 2021 with 42 articles. The first rank is occupied by Sustainability (Switzerland) Journal with a total of 31 articles. The quote pattern shows an up-and-down pattern. there are 4 clusters. Clusters 1 and 2 each have 7 items. Clusters 3 & 4 each have 2 items. author collaboration with a minimum number of occurrences of two documents, resulting in 8 authors who are connected consistently. The implication is that the implementation of EE must be reorganized starting from input, process to output in order to meet HR needs. for further research this study suggests new indicators for EE and HRD variables.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
A STUDY ON ENTREPRENEURSHIP ATTITUDE AMONG COLLEGE STUDENTSLori Head
This document summarizes a study on entrepreneurship attitudes among college students. The study assessed college students' attitudes towards entrepreneurship and the barriers they face in pursuing entrepreneurship as a career. It found that most students have a positive view of entrepreneurship, seeing it as economically beneficial, but many are dissatisfied with the infrastructure available in their communities to start new businesses. The study aims to help policymakers develop programs and policies to further promote entrepreneurship among students and cultivate an entrepreneurial mindset.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
1. The globalized, knowledge-based economy requires organizations to continually train and develop employees in order to gain and maintain competitive advantages. Knowledge is becoming obsolete faster, so organizations must help employees double their knowledge every few years.
2. Employee training and development is now viewed as a strategic function within human resources management to continuously innovate knowledge across an organization. Learning organizations promote learning for all members and continuously transform themselves.
3. To thrive, organizations must learn faster than competitors. Learning organizations encourage knowledge sharing and the transfer of individual knowledge into organizational learning. Transitioning organizations in the document's region are moving towards more modern approaches of viewing employees as strategic investments rather than expenses.
Entrepreneurship-Based Course Design: A Case Study of Its Application in Huma...ikhsan setiawan
The advancement and prosperity of a country are, in part, determined by the number of entrepreneurs in that country. Entrepreneurs can help a country’s economy by opening numerous job opportunities. In this respect, higher education institutions are expected to create a great number of entrepreneurs. One of the core components in a higher education activity is a course. Thus, a course should be better designed in such a way that can raise student’s motivation to get involved in entrepreneurial activities. This paper describes the application of an entrepreneurship-based course design in Human Resource Planning and Development (HRPD) course during the even semester of academic year 2014/2015 at Narotama University Surabaya. The most important part of that design is the main assignment that instructs the students to establish their own small business plans which cover vision, mission, and strategy for at least the next five years. After that, they must establish a detailed enough plan to conduct various human resource management activities directed to get qualified employees who can support the business in implementing its strategy. Finally, this paper also discusses the effectiveness of the HRPD course design in enhancing the students’ entrepreneurial motivation.
Keywords: Entrepreneurship, Higher Education, Course Design, Human Resource Management, Student’s Entrepreneurial Motivation
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
A STUDY ON ENTREPRENEURSHIP ATTITUDE AMONG COLLEGE STUDENTSLori Head
This document summarizes a study on entrepreneurship attitudes among college students. The study assessed college students' attitudes towards entrepreneurship and the barriers they face in pursuing entrepreneurship as a career. It found that most students have a positive view of entrepreneurship, seeing it as economically beneficial, but many are dissatisfied with the infrastructure available in their communities to start new businesses. The study aims to help policymakers develop programs and policies to further promote entrepreneurship among students and cultivate an entrepreneurial mindset.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
1. The globalized, knowledge-based economy requires organizations to continually train and develop employees in order to gain and maintain competitive advantages. Knowledge is becoming obsolete faster, so organizations must help employees double their knowledge every few years.
2. Employee training and development is now viewed as a strategic function within human resources management to continuously innovate knowledge across an organization. Learning organizations promote learning for all members and continuously transform themselves.
3. To thrive, organizations must learn faster than competitors. Learning organizations encourage knowledge sharing and the transfer of individual knowledge into organizational learning. Transitioning organizations in the document's region are moving towards more modern approaches of viewing employees as strategic investments rather than expenses.
Entrepreneurship-Based Course Design: A Case Study of Its Application in Huma...ikhsan setiawan
The advancement and prosperity of a country are, in part, determined by the number of entrepreneurs in that country. Entrepreneurs can help a country’s economy by opening numerous job opportunities. In this respect, higher education institutions are expected to create a great number of entrepreneurs. One of the core components in a higher education activity is a course. Thus, a course should be better designed in such a way that can raise student’s motivation to get involved in entrepreneurial activities. This paper describes the application of an entrepreneurship-based course design in Human Resource Planning and Development (HRPD) course during the even semester of academic year 2014/2015 at Narotama University Surabaya. The most important part of that design is the main assignment that instructs the students to establish their own small business plans which cover vision, mission, and strategy for at least the next five years. After that, they must establish a detailed enough plan to conduct various human resource management activities directed to get qualified employees who can support the business in implementing its strategy. Finally, this paper also discusses the effectiveness of the HRPD course design in enhancing the students’ entrepreneurial motivation.
Keywords: Entrepreneurship, Higher Education, Course Design, Human Resource Management, Student’s Entrepreneurial Motivation
Entrepreneurship-Based Course Design: A Case Study of Its Application in Huma...ikhsan setiawan
The advancement and prosperity of a country are, in part, determined by the number of entrepreneurs in that country. Entrepreneurs can help a country’s economy by opening numerous job opportunities. In this respect, higher education institutions are expected to create a great number of entrepreneurs. One of the core components in a higher education activity is a course. Thus, a course should be better designed in such a way that can raise student’s motivation to get involved in entrepreneurial activities. This paper describes the application of an entrepreneurship-based course design in Human Resource Planning and Development (HRPD) course during the even semester of academic year 2014/2015 at Narotama University Surabaya. The most important part of that design is the main assignment that instructs the students to establish their own small business plans which cover vision, mission, and strategy for at least the next five years. After that, they must establish a detailed enough plan to conduct various human resource management activities directed to get qualified employees who can support the business in implementing its strategy. Finally, this paper also discusses the effectiveness of the HRPD course design in enhancing the students’ entrepreneurial motivation.
Keywords: Entrepreneurship, Higher Education, Course Design, Human Resource Management, Student’s Entrepreneurial Motivation
Impact of Skill Development Training among School Teachers inventionjournals
Skill development training provided for the educated youths will maximize the merits of education system in India with productivity and employability skills expected by organizations and institutions in a developing country like India. The present study is used to analyze about the impact of skill development training provided to 63 school teachers from secondary and primary schools of Tirunelveli, Tamilnadu. A structured questionnaire was used in this study to explore the results with the help of statistical package for social science (SPSS). From the study it is revealed that the skill development is essential for younger generation to improvise their opportunities in the field of computer science in their career and for their future.
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
A proposed approach for teaching entrepreneurship education in kenyaAlexander Decker
This document proposes an approach for teaching entrepreneurship education across all levels of Kenya's education system, from pre-school to university. It recommends revising policies to include entrepreneurship education earlier and emphasizes experiential learning methods. Successful models from other countries that incorporate experiential learning like company programs are discussed. The proposed approach focuses on fostering entrepreneurial skills, mindsets and behaviors at each level through age-appropriate activities, with indicators to measure success like innovative ideas, business initiatives and career choices in entrepreneurship.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
The role of entrepreneurship in job creation and unemployment reduction is well established by prior studies. Hence, one of the ways to address the unemployment issue among young graduates in Malaysia is to explore how entrepreneurial intention could be embraced into the broader context of the country's education system. Empirical research found that prior studies on entrepreneurship education in Malaysia tends to focus on reviewing educational policies, issue and challenges. The concept of the entrepreneurial intention determinants beyond entrepreneurial education remains ambiguous. Hence, this study advances the discussion in entrepreneurship education by reviewing determinants for entrepreneurial intention from holistic perspective by integrating Model of Personality Traits and the theory of planned behavior (TPB). Five determinants for entrepreneurial intention are identified from literature review, which are entrepreneurship attitude, subjective norm, behavior control, entrepreneurship education and personality traits. The study is quantitative based, 360 questionnaires were distributed to the undergraduates from three faculties of a public university in Malaysia, with 199 responded. Data was analyzed via Pearson correlation and ANOVA analysis. Finding from the study suggested all the five entrepreneurial determinants are significantly correlated with entrepreneurial intention, and there is no significant difference on entrepreneurial intention based on faculty. However, one of the remarkable finding is Entrepreneurship Education is viewed as determinant with the lowest correlation coefficient with entrepreneurial intention. The implication of this finding is perhaps the content of entrepreneurial education shall emphasize on cultivating students’ entrepreneurial attitude, behavioral and personality rather than the theoretical part of entrepreneurial and entrepreneurship.
This document summarizes a research study that examined the moderating effects of entrepreneurship training on new venture creation. The study investigated how opportunity seeking, motivation, resources, and abilities influence readiness for new venture creation, and whether entrepreneurship training moderates these relationships. A survey was administered to 490 students across various faculties at Universiti Sains Islam Malaysia. The findings revealed that opportunity seeking, motivation, and resources were positively related to readiness for new venture creation, but abilities were not. However, entrepreneurship training was found to moderate the relationships between abilities and the other factors with readiness for new venture creation. The study provides empirical evidence that entrepreneurship training can positively influence human capital factors and readiness for new venture creation.
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Specifically, lecturers felt moderately high about teaching the BEM, though some felt facilities could be improved. Students strongly agreed they learned new things and saw the BEM as very necessary to develop entrepreneurial skills, viewing its implementation positively overall. The study concludes the BEM had a good reception and could help community college students
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Students reported learning many new things through the BEM and felt adequate time was allocated. Lecturers expressed interest in teaching the BEM but felt facilities could be improved. Overall, the findings indicate that the BEM was successfully implemented according to student and lecturer feedback.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
A Descriptive Research On Talent Management In Education SectorJim Webb
This document discusses talent management in the education sector. It begins by explaining that people are the most important part of any organization and that talent management is important for retaining key employees. It then discusses why talent management is essential in education, noting that identifying and developing leadership potential among teachers is important. Retaining talented faculty is also important given costs of replacing them. The document advocates for education institutions to have talent management plans to select and prepare high potential faculty, in order to gain an advantage over peer institutions.
The Factors Affecting the Development of Entrepreneurship School in Education...inventionjournals
This study aimed to identify factors involved in developing Entrepreneur school and understanding the Executive requirements of these schools in Educational system of Iran (Case Study of MAZANDARAN province). Relying on the theory of organizational entrepreneurship and data based theory (Grounded Theory) the factors effective in creating a school for entrepreneurs were identified. The population of the study in Interview section was 20 experts in the Field of educational sciences from the University of Educators, entrepreneurship teachers and school administrators and for qualitative validation were 20 faculty members of University of Educators and school administrators. The research tools were open interview and content analysis techniques .The research findings indicate that the two groups factors of inside and outside organization and 3 dimensions of personal, organizational and environmental abilities and 16 components of Features (psychological , attitude, motivational), management style, organizational ,Mental and interpersonal skills, new methods of reward, management support, Delegate, deadline, curricula system , strategic orientation, entrepreneurial culture, entrepreneurship education, space and equipments, government policies, socio-economic and cultural conditions, financial and non-financial support are effective in building this kind of entrepreneur school. Also the results of qualitative validation or questionnaire distribution in the first step have resulted to the Removal of the concepts of parental education; parental social status and evaluation system due to an average of less than 4.In the implementation of the second round questionnaire, Kendal correlation coefficient was calculated and Kendall's w = 0.705 was obtained, suggesting a strong consensus among panel members in the research.
Human Resource Development Model on the Poor Society In North Minahasa Regencyinventionjournals
ABSTRACT : The low human resource quality, competitiveness and poverty become government and society’s problems all the time because the improvement focus has not touched human aspect but tended to orient on funding support. Therefore the mindset, work ethos and productive working behavior have not been developed. This research purposes to analyze human resource need so find individual capabilities and social capability aspect as basis for designing model of human resource development accordance to the community needs. The research method is qualitative descriptive and experiment methods. The result shows that human resource characteristic such as individual capability’s and halves of social capital are low, but the trust aspect still strong. The human resource development model to increasing individual capabilities and social capital is used strategy learning organization. This model in short term has improved individual capability and productivity. In long term, it purposes to build the human resources that had learning culture.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document summarizes a research study on developing potential empowerment models to improve entrepreneurial mentality among students. The study was conducted with 20 students at Muhammadiyah University of Surakarta in Indonesia. The researchers aimed to (1) implement entrepreneurship learning models that explore student potentials, (2) produce graduates who can become independent entrepreneurs, and (3) detect and develop student potentials from the beginning. Various entrepreneurial characteristics and talents were identified among the students. Potential empowerment models were tested and found to be valid, good, fit, and effective for developing an entrepreneurial mindset among students. The models were also found to help detect, explore, empower and facilitate entrepreneurship potentials in students.
Downcast Enrollments: A Desperate Need of Holistic Marketing for Technical Ed...Prashant Mahajan
The document discusses marketing and promotion strategies for technical education institutions in India. It notes that while technical education has grown rapidly, many seats remain vacant each year. The purpose is to highlight a holistic marketing approach using various promotion mix tools to attract more students. It conducted a survey of current and past students in India's Khandesh region to understand how promotion strategies influence students' choices of technical institutions. The study found relationships between student characteristics and the usefulness of promotion methods like school visits, websites, word-of-mouth, and social media in selecting an institution.
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
EASY TUTORIAL OF HOW TO USE REMINI BY: FEBLESS HERNANEFebless Hernane
Using Remini is easy and quick for enhancing your photos. Start by downloading the Remini app on your phone. Open the app and sign in or create an account. To improve a photo, tap the "Enhance" button and select the photo you want to edit from your gallery. Remini will automatically enhance the photo, making it clearer and sharper. You can compare the before and after versions by swiping the screen. Once you're happy with the result, tap "Save" to store the enhanced photo in your gallery. Remini makes your photos look amazing with just a few taps!
Entrepreneurship-Based Course Design: A Case Study of Its Application in Huma...ikhsan setiawan
The advancement and prosperity of a country are, in part, determined by the number of entrepreneurs in that country. Entrepreneurs can help a country’s economy by opening numerous job opportunities. In this respect, higher education institutions are expected to create a great number of entrepreneurs. One of the core components in a higher education activity is a course. Thus, a course should be better designed in such a way that can raise student’s motivation to get involved in entrepreneurial activities. This paper describes the application of an entrepreneurship-based course design in Human Resource Planning and Development (HRPD) course during the even semester of academic year 2014/2015 at Narotama University Surabaya. The most important part of that design is the main assignment that instructs the students to establish their own small business plans which cover vision, mission, and strategy for at least the next five years. After that, they must establish a detailed enough plan to conduct various human resource management activities directed to get qualified employees who can support the business in implementing its strategy. Finally, this paper also discusses the effectiveness of the HRPD course design in enhancing the students’ entrepreneurial motivation.
Keywords: Entrepreneurship, Higher Education, Course Design, Human Resource Management, Student’s Entrepreneurial Motivation
Impact of Skill Development Training among School Teachers inventionjournals
Skill development training provided for the educated youths will maximize the merits of education system in India with productivity and employability skills expected by organizations and institutions in a developing country like India. The present study is used to analyze about the impact of skill development training provided to 63 school teachers from secondary and primary schools of Tirunelveli, Tamilnadu. A structured questionnaire was used in this study to explore the results with the help of statistical package for social science (SPSS). From the study it is revealed that the skill development is essential for younger generation to improvise their opportunities in the field of computer science in their career and for their future.
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
A proposed approach for teaching entrepreneurship education in kenyaAlexander Decker
This document proposes an approach for teaching entrepreneurship education across all levels of Kenya's education system, from pre-school to university. It recommends revising policies to include entrepreneurship education earlier and emphasizes experiential learning methods. Successful models from other countries that incorporate experiential learning like company programs are discussed. The proposed approach focuses on fostering entrepreneurial skills, mindsets and behaviors at each level through age-appropriate activities, with indicators to measure success like innovative ideas, business initiatives and career choices in entrepreneurship.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
The role of entrepreneurship in job creation and unemployment reduction is well established by prior studies. Hence, one of the ways to address the unemployment issue among young graduates in Malaysia is to explore how entrepreneurial intention could be embraced into the broader context of the country's education system. Empirical research found that prior studies on entrepreneurship education in Malaysia tends to focus on reviewing educational policies, issue and challenges. The concept of the entrepreneurial intention determinants beyond entrepreneurial education remains ambiguous. Hence, this study advances the discussion in entrepreneurship education by reviewing determinants for entrepreneurial intention from holistic perspective by integrating Model of Personality Traits and the theory of planned behavior (TPB). Five determinants for entrepreneurial intention are identified from literature review, which are entrepreneurship attitude, subjective norm, behavior control, entrepreneurship education and personality traits. The study is quantitative based, 360 questionnaires were distributed to the undergraduates from three faculties of a public university in Malaysia, with 199 responded. Data was analyzed via Pearson correlation and ANOVA analysis. Finding from the study suggested all the five entrepreneurial determinants are significantly correlated with entrepreneurial intention, and there is no significant difference on entrepreneurial intention based on faculty. However, one of the remarkable finding is Entrepreneurship Education is viewed as determinant with the lowest correlation coefficient with entrepreneurial intention. The implication of this finding is perhaps the content of entrepreneurial education shall emphasize on cultivating students’ entrepreneurial attitude, behavioral and personality rather than the theoretical part of entrepreneurial and entrepreneurship.
This document summarizes a research study that examined the moderating effects of entrepreneurship training on new venture creation. The study investigated how opportunity seeking, motivation, resources, and abilities influence readiness for new venture creation, and whether entrepreneurship training moderates these relationships. A survey was administered to 490 students across various faculties at Universiti Sains Islam Malaysia. The findings revealed that opportunity seeking, motivation, and resources were positively related to readiness for new venture creation, but abilities were not. However, entrepreneurship training was found to moderate the relationships between abilities and the other factors with readiness for new venture creation. The study provides empirical evidence that entrepreneurship training can positively influence human capital factors and readiness for new venture creation.
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Specifically, lecturers felt moderately high about teaching the BEM, though some felt facilities could be improved. Students strongly agreed they learned new things and saw the BEM as very necessary to develop entrepreneurial skills, viewing its implementation positively overall. The study concludes the BEM had a good reception and could help community college students
This document summarizes a study that evaluated the implementation of an entrepreneurship module called the Basic Entrepreneurship Module (BEM) in community colleges in Malaysia based on input from students and lecturers. The study collected data through questionnaires from 105 students and 42 lecturers. It found that both students and lecturers generally had positive perspectives of the BEM implementation, viewing it as moderately or highly effective. Students reported learning many new things through the BEM and felt adequate time was allocated. Lecturers expressed interest in teaching the BEM but felt facilities could be improved. Overall, the findings indicate that the BEM was successfully implemented according to student and lecturer feedback.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
A Descriptive Research On Talent Management In Education SectorJim Webb
This document discusses talent management in the education sector. It begins by explaining that people are the most important part of any organization and that talent management is important for retaining key employees. It then discusses why talent management is essential in education, noting that identifying and developing leadership potential among teachers is important. Retaining talented faculty is also important given costs of replacing them. The document advocates for education institutions to have talent management plans to select and prepare high potential faculty, in order to gain an advantage over peer institutions.
The Factors Affecting the Development of Entrepreneurship School in Education...inventionjournals
This study aimed to identify factors involved in developing Entrepreneur school and understanding the Executive requirements of these schools in Educational system of Iran (Case Study of MAZANDARAN province). Relying on the theory of organizational entrepreneurship and data based theory (Grounded Theory) the factors effective in creating a school for entrepreneurs were identified. The population of the study in Interview section was 20 experts in the Field of educational sciences from the University of Educators, entrepreneurship teachers and school administrators and for qualitative validation were 20 faculty members of University of Educators and school administrators. The research tools were open interview and content analysis techniques .The research findings indicate that the two groups factors of inside and outside organization and 3 dimensions of personal, organizational and environmental abilities and 16 components of Features (psychological , attitude, motivational), management style, organizational ,Mental and interpersonal skills, new methods of reward, management support, Delegate, deadline, curricula system , strategic orientation, entrepreneurial culture, entrepreneurship education, space and equipments, government policies, socio-economic and cultural conditions, financial and non-financial support are effective in building this kind of entrepreneur school. Also the results of qualitative validation or questionnaire distribution in the first step have resulted to the Removal of the concepts of parental education; parental social status and evaluation system due to an average of less than 4.In the implementation of the second round questionnaire, Kendal correlation coefficient was calculated and Kendall's w = 0.705 was obtained, suggesting a strong consensus among panel members in the research.
Human Resource Development Model on the Poor Society In North Minahasa Regencyinventionjournals
ABSTRACT : The low human resource quality, competitiveness and poverty become government and society’s problems all the time because the improvement focus has not touched human aspect but tended to orient on funding support. Therefore the mindset, work ethos and productive working behavior have not been developed. This research purposes to analyze human resource need so find individual capabilities and social capability aspect as basis for designing model of human resource development accordance to the community needs. The research method is qualitative descriptive and experiment methods. The result shows that human resource characteristic such as individual capability’s and halves of social capital are low, but the trust aspect still strong. The human resource development model to increasing individual capabilities and social capital is used strategy learning organization. This model in short term has improved individual capability and productivity. In long term, it purposes to build the human resources that had learning culture.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document summarizes a research study on developing potential empowerment models to improve entrepreneurial mentality among students. The study was conducted with 20 students at Muhammadiyah University of Surakarta in Indonesia. The researchers aimed to (1) implement entrepreneurship learning models that explore student potentials, (2) produce graduates who can become independent entrepreneurs, and (3) detect and develop student potentials from the beginning. Various entrepreneurial characteristics and talents were identified among the students. Potential empowerment models were tested and found to be valid, good, fit, and effective for developing an entrepreneurial mindset among students. The models were also found to help detect, explore, empower and facilitate entrepreneurship potentials in students.
Downcast Enrollments: A Desperate Need of Holistic Marketing for Technical Ed...Prashant Mahajan
The document discusses marketing and promotion strategies for technical education institutions in India. It notes that while technical education has grown rapidly, many seats remain vacant each year. The purpose is to highlight a holistic marketing approach using various promotion mix tools to attract more students. It conducted a survey of current and past students in India's Khandesh region to understand how promotion strategies influence students' choices of technical institutions. The study found relationships between student characteristics and the usefulness of promotion methods like school visits, websites, word-of-mouth, and social media in selecting an institution.
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
EASY TUTORIAL OF HOW TO USE REMINI BY: FEBLESS HERNANEFebless Hernane
Using Remini is easy and quick for enhancing your photos. Start by downloading the Remini app on your phone. Open the app and sign in or create an account. To improve a photo, tap the "Enhance" button and select the photo you want to edit from your gallery. Remini will automatically enhance the photo, making it clearer and sharper. You can compare the before and after versions by swiping the screen. Once you're happy with the result, tap "Save" to store the enhanced photo in your gallery. Remini makes your photos look amazing with just a few taps!
Your LinkedIn Success Starts Here.......SocioCosmos
In order to make a lasting impression on your sector, SocioCosmos provides customized solutions to improve your LinkedIn profile.
https://www.sociocosmos.com/product-category/linkedin/
Telegram is a messaging platform that ushers in a new era of communication. Available for Android, Windows, Mac, and Linux, Telegram offers simplicity, privacy, synchronization across devices, speed, and powerful features. It allows users to create their own stickers with a user-friendly editor. With robust encryption, Telegram ensures message security and even offers self-destructing messages. The platform is open, with an API and source code accessible to everyone, making it a secure and social environment where groups can accommodate up to 200,000 members. Customize your messenger experience with Telegram's expressive features.
Lifecycle of a GME Trader: From Newbie to Diamond Handsmediavestfzllc
Your phone buzzes with a Reddit notification. It's the WallStreetBets forum, a cacophony of memes, rocketship emojis, and fervent discussions about Gamestop (GME) stock. A spark ignites within you - a mix of internet bravado, a rebellious urge to topple the hedge funds (remember Mr. Mayo?), and maybe that one late-night YouTube rabbit hole about tendies. You decide to YOLO (you only live once, right?).
Ramen noodles become your new best friend. Every spare penny gets tossed into the GME piggy bank. You're practically living on fumes, but the dream of a moonshot keeps you going. Your phone becomes an extension of your hand, perpetually glued to the GME ticker. It's a roller-coaster ride - every dip a stomach punch, every rise a shot of adrenaline.
Then, it happens. Roaring Kitty, the forum's resident legend, fires off a cryptic tweet. The apes, as the GME investors call themselves, erupt in a frenzy. Could this be it? Is the rocket finally fueled for another epic launch? You grip your phone tighter, heart pounding in your chest. It's a wild ride, but you're in it for the long haul.
This tutorial presentation provides a step-by-step guide on how to use Facebook, the popular social media platform. In simple and easy-to-understand language, this presentation explains how to create a Facebook account, connect with friends and family, post updates, share photos and videos, join groups, and manage privacy settings. Whether you're new to Facebook or just need a refresher, this presentation will help you navigate the features and make the most of your Facebook experience.
This tutorial presentation offers a beginner-friendly guide to using THREADS, Instagram's messaging app. It covers the basics of account setup, privacy settings, and explores the core features such as close friends lists, photo and video sharing, creative tools, and status updates. With practical tips and instructions, this tutorial will empower you to use THREADS effectively and stay connected with your close friends on Instagram in a private and engaging way.
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
The Evolution of SEO: Insights from a Leading Digital Marketing AgencyDigital Marketing Lab
Explore the latest trends in Search Engine Optimization (SEO) and discover how modern practices are transforming business visibility. This document delves into the shift from keyword optimization to user intent, highlighting key trends such as voice search optimization, artificial intelligence, mobile-first indexing, and the importance of E-A-T principles. Enhance your online presence with expert insights from Digital Marketing Lab, your partner in maximizing SEO performance.
UR BHatti Academy dedicated to providing the finest IT courses training in the world. Under the guidance of experienced trainer Usman Rasheed Bhatti, we have established ourselves as a professional online training firm offering unparalleled courses in Pakistan. Our academy is a trailblazer in Dijkot, being the first institute to officially provide training to all students at their preferred schedules, led by real-world industry professionals and Google certified staff.
EASY TUTORIAL OF HOW TO USE G-TEAMS BY: FEBLESS HERNANEFebless Hernane
Using Google Teams (G-Teams) is simple. Start by opening the Google Teams app on your phone or visiting the G-Teams website on your computer. Sign in with your Google account. To join a meeting, click on the link shared by the organizer or enter the meeting code in the "Join a Meeting" section. To start a meeting, click on "New Meeting" and share the link with others. You can use the chat feature to send messages and the video button to turn your camera on or off. G-Teams makes it easy to connect and collaborate with others!
Project Serenity is an innovative initiative aimed at transforming urban environments into sustainable, self-sufficient communities. By integrating green architecture, renewable energy, smart technology, sustainable transportation, and urban farming, Project Serenity seeks to minimize the ecological footprint of cities while enhancing residents' quality of life. Key components include energy-efficient buildings, IoT-enabled resource management, electric and autonomous transportation options, green spaces, and robust waste management systems. Emphasizing community engagement and social equity, Project Serenity aspires to serve as a global model for creating eco-friendly, livable urban spaces that harmonize modern conveniences with environmental stewardship.
Entrepreneurship Education for Human Resource Development: Study Bibliometric
1. International Journal of Education (IJE) Vol.11, No.3, September 2023
DOI:10.5121/ije.2023.11302 9
ENTREPRENEURSHIP EDUCATION FOR HUMAN
RESOURCE DEVELOPMENT: STUDY BIBLIOMETRIC
Nanis Hairunisya1
, Sulastri Rini Rindrayani2
, Fajar Supanto3
, Syaiful Arifin3
1
Department of Manajemen, Indocakti College of Economics, East Java, Indonesia
2
Bhineka PGRI University, Tulungagung, East Java, Indonesia
3
Merdeka University, Malang – East Java, Indonesia
ABSTRACT
The human resource development strategy involves higher education. In this manner, the business course
plans to furnish understudies with the abilities required in the realm of work.. However, the success of
entrepreneurship education (EE) still cannot meet the expectations of human resource departments in
several companies. Student skills only match the needs of SMEs. Through bibliometric analysis, this study
seeks to ascertain future research directions on the relationship between (EE) and human resource
development (HRD) for improvement. Using "Publish and Perish" and "Mendeley web importer"
Publishing trends peaked in 2017 and 2021 with 42 articles. The first rank is occupied by Sustainability
(Switzerland) Journal with a total of 31 articles. The quote pattern shows an up-and-down pattern. there
are 4 clusters. Clusters 1 and 2 each have 7 items. Clusters 3 & 4 each have 2 items. author collaboration
with a minimum number of occurrences of two documents, resulting in 8 authors who are connected
consistently. The implication is that the implementation of EE must be reorganized starting from input,
process to output in order to meet HR needs. for further research this study suggests new indicators for EE
and HRD variables.
KEYWORDS
Entrepreneur Education, Entrepreneur Training, Human Resources Development, Human Resources
Training
1. INTRODUCTION
The goals of the Sustainable Development Goals (SDGs), 2015 to 2030 focus on rethinking
processes and mechanisms to achieve quality education to ensure inclusive, equitable and quality
education and promote lifelong learning opportunities [1]. This goal puts an accentuation on
extending the quantity of youth and grown-ups who have the right stuff required for admittance
to business, good work prospects, business venture, and to guaranteeing that everybody acquires
the information and abilities to help feasible turn of events. [2].
To assure the education of people with entrepreneurial aptitude to create human resources that
assist in accomplishing these objectives is a problem for educational institutions. In order to help
students become entrepreneurs in a variety of professions, higher education has established
entrepreneurship education as part of its policy. Future challenges for higher education include
the requirement for the development of human resources..[3][4][5][6][7].
Human resource development requires continuous training and creative and innovative
management from the company. Human resource management plays an important role in
managerial decision making that affects organizational entrepreneurship, therefore, re-examining
the relationship between human resources and entrepreneurship education becomes a necessity
2. International Journal of Education (IJE) Vol.11, No.3, September 2023
10
[8]. Every person, family, and social society can be developed in a positive and long-lasting way
thanks to human capital. The strongest foundation for sustainable growth is investing
strategically, and that includes investing in people. In this way, it has been and keeps on being an
exceptionally basic mission to foster HR.
The importance of training and education for human resource development was also conveyed
[9][10][11][12][13]. Entrepreneurship education for HR development is correlated with
sustainable development. Human resources' support and promotion of innovation in training and
education. gives an international framework for the types, methods, and reach of education for
sustainable development. The fast expansion in the information based modern area has prompted
expanded rivalry for scant assets, particularly information and human resources. [14].
Entrepreneurship education is widely recognized as an effective tool for socio-economic
development of people in developing countries. Entrepreneurial Education Development supports
policy focus and resource procurement..[15]. Several nations in Europe have implemented
policies that are absolutely necessary for all citizens to acquire transversal skills, including:
computerized abilities, learning systems for learning, a feeling of drive and business venture, and
social mindfulness..[16]. But it has not been done in developing countries.
Preparing in business venture empowers understudies to get a handle on various parts of the
economy and society, as well as the cycles basic their development. It is vital to conduct more
creative actions in order to explore both new and existing knowledge. This requires being
adaptable in the face of unforeseen circumstances and using the necessary knowledge for a
variety of tasks. Intrinsic motivation is provided to participants throughout training in order to
help them learn new approaches and approaches to problem-solving..[17].
To promote the development of entrepreneurial intentions and the formation of human capital,
universities should pay more attention to practice-oriented entrepreneurship training and courses,
as well as related activities for both students and entrepreneurs.[18].
Entrepreneurship may hold the key to long-term socio-economic empowerment in the face of
global instability, social inequality, and (young) unemployment. However, this is challenging to
do without education that equitably targets all social strata and employs the correct tools,
techniques, and goals. Studying the real trends in publications and the points where different
ideas cross with regard to the advancement of human resource management and entrepreneurship
education is quite intriguing. As a result, the following statement of the problem served as the
foundation for this research.
Q1: What are the patterns in the distribution of articles on Business Schooling and Human Asset
Advancement and Preparing 2013-2022?. Q2: From 2013 to 2022, which journal has published
the most articles on entrepreneurship education, human resource training, and development?Q3:
What is the citation pattern for HR Entrepreneurship Training & Development articles 2013-
2022?Q4: What are the trends in the author's keywords in the 2013-2022 HR training &
development entrepreneurship education articles?Q5: What is the collaboration of the authors on
the 2013-2022 HR training & development entrepreneurship education article?
3. International Journal of Education (IJE) Vol.11, No.3, September 2023
11
2. LITERATURE REVIEW
2.1. Entrepreneurship Education
How to choose a problem by filtering information and coming up with new ideas in the
workplace is a very important task for educational institutions to complete in order to improve
students' skills and creativity. It refers to the student entrepreneurship training process and the
creation of an entrepreneurial culture. Either education or business may be used to promote
entrepreneurship. [19] Students are trained using pertinent models that enable them to develop
their talents..[20]. Learning about entrepreneurship is crucial for students to build their skills.
[21][22] [23] It enables them to participate in society and provide more ideal circumstances in a
world that is increasingly competitive. [24].
Entrepreneurship has always been linked to the creation of financial and commercial capital.
People can use their reasoning, holistic thinking, and creative and innovative thinking to lead
others [25].. People have the chance to identify, assess, and seize their chances for innovation and
entrepreneurship [26][27]. Furthermore, business venture fills in as an impetus for change in
various settings, including the political, business, and social, as well as the instructive
[28][29][30][31].
Entrepreneurial competence is the ability to carry out and follow through on what is planned,
which includes the ability to develop ideas and put knowledge and skills into practice, identify
issues, find solutions, set realistic goals, exercise initiative, take responsibility for outcomes, be
adaptable to change, and take reasonable risks. [32].
The essential abilities of a business visionary remember imagination for critical thinking,
development in quickly taking advantage of chances to change ideas into new items with new
dangerous qualities, and trust in pursuing the best choices.[32].[33][34]
Skill based preparing alludes to emotional exercises in which an individual deliberately makes a
move, pursues decisions in light of their current circumstance, applies the information, capacities,
and mentalities expected to complete an errand, and enhances the organization. From an
insightful outlook, skill based preparing is significant for individual development in friendly,
corporate, and government settings.[35][33] [36] [37]. [38]
Higher education institutions must prepare academic staff and students to be trained in a
knowledge-oriented environment and collaboration with industry agents for career development
[39][40]. Schools and communities are interrelated, and as a result, cooperation among multiple
agents must be carried out while employing the most effective methods to achieve shared
objectives..[41]. Having entrepreneurial competence must be part of the profile of all leaders who
provide education..[42]
School management must be able to manage entrepreneurship education in an innovative way
from an academic, social and economic perspective to change traditional teaching practices and
create new procedures, resources, services and knowledge that contribute to a thorough
entrepreneurial training process that makes a positive contribution to sustainability.
Entrepreneurial competencies that educators must possess are Leadership, entrepreneurship,
emotional intelligence, customer and result orientation, strategic management, negotiations and
relationships, teamwork, tactical management, interpersonal relations, empowerment, and a focus
on continuous improvement. [41]. By assessing context, input, process, and product (CIPP
model) can be used to evaluate the implementation of entrepreneurship education. [43][44][45]
4. International Journal of Education (IJE) Vol.11, No.3, September 2023
12
2.2. Training and Development of Human Resources
The understanding of human resources develops through a scientific field that is familiarly called
human resource management [46]. The human resource function, in particular recruiting, training
and development, performance evaluation, and organizational composition, shows how the HR
function works in conjunction with HR strategy to meet corporate objectives..[47].
Preparing and advancement is one of the administration capabilities to further develop HR
abilities with the goal that they are more useful and make positive changes for HR which are
authoritative patterns to further develop execution.[48]. Preparing is a technique used to do
human asset improvement connected with the capacities or abilities of representatives who have
involved a specific position or occupation inside an association. Training is usually intended for
new employees to gain the skills needed. company. Development: Old employees to develop the
skills they have. A firm has to be backed by human resources that are competent and trustworthy
if it is to continue to grow.[49].
Training is an effort to increase HR capabilities in a relatively short period of time, while
development is an effort to increase HR competence in preparation for developing higher
responsibilities in the future. Consequently, human resources in businesses must pay attention to
their requirements in order to improve their competencies through education and
development.[50].
Since virtually every human being may be "honed," "trained," and "developed," HR Training &
Development is crucial to enhancing the quality of human resources. [51]. A number of objective,
multifaceted, and complicated elements have an impact on the function that education and
training play in the development of human resources. To have an objective and thorough
assessment of HR training and development difficulties, an analysis of HR education and training
must continue to be conducted. [52]. Capability Based Human Asset Advancement means to
work with the acknowledgment of authoritative objectives.[53]. [54].
For a firm to expand and be effective in facing competition and a dynamic environment,
employee training and development is crucial..[55]. Therefore, increasing funds for employee
training and development can be prioritized in human resource training programs. [56]. Investing
in training and human resource development positively influences employee commitment to the
organization and increases employee satisfaction [57][58]. HR leaders who are not professional
in managing HR training and development are one of the factors so that appropriate policies and
procedures can be developed for effective HR management [59]..Policy evaluation directed at
human resources, looking for uniformity and possibility to carry out the required activities. [60].
Human resource development (HRD) is required to play a distributed and integrated function in a
variety of leadership and supervisory responsibilitiesDifferent partners, both inside and outside to
the firm, may share liability regarding learning and advancement.[61] A new "component of
progress" for hierarchical flexibility is HRD's ability to impact authoritative practice essentially.
[62]. Higher education institutions must develop ideas to expand training possibilities and human
resource development because of this. [63].
Human resource development (HR) mostly focuses on improving performance with a holistic
approach by emphasizing humanistic perspectives, for instance, "meaningful work," "meaning of
work," "workplace spirituality," "work values," and "work as a calling."[64]. .[65] . Human
resource development (HR) needs to include a continuous learning process by evaluating HRD
practices and reconfiguring, through action learning in leadership development programs. What
leadership skills are required before, during, and after a crisis? What obligations do human
resource development professionals have to their organizations? [66].
5. International Journal of Education (IJE) Vol.11, No.3, September 2023
13
This program encourages lifelong learning and offers the chance to convert concepts into actions
that affect the sustainability of a business.[67]. HRD concepts and theories that are in line with
digital pedagogical principles and models, as well as digital learning (pedagogy) techniques that
take into consideration significant pedagogical qualities to assist swift pedagogical changes. [68].
Assessing training needs, establishing organizational training goals, creating a training action
plan, and implementing training initiatives are the phases for HR training and development. (5)
Evaluation and revision of the training. "On the job training," "guidance," and "apprenticeship"
are among the top nine approaches and strategies for training and human resource development.
(3) instructor-led classroom training; (4) front room/simulator training; (5) web-based learning;
(6) instructor-led classroom training; (7) programmed self-instruction; (8) case studies/role
games; and (9) "systematic job rotation and transfer" [69] [70]
3. METHODOLOGY
3.1. Research Design
This work employs a systematic and explicit mapping strategy with a bibliographic study design
[71] [72][73][74].According to Julia et al. (2020b) and Julia et al. (2020a), the four steps of the
literature review process are as follows: (1) search techniques, (2) filter bibliography, (3) full
bibliography, and (4) bibliometric analysis.
The components of entrepreneurial competence, the issues on which scholars have focused, the
theoretical components, and the methodology will all be examined in this study. (1) Use the
Publish and Perish tool to look for articles in the most pertinent Scopus and Mendeley online
importer databases. This is the first stage of the 4-stage systematic mapping process. Articles are
categorized for bibliometric analysis, their metadata is examined and completed, and then a
bibliometric analysis is carried out using the VOSviewer program.
3.2. Data Collection
Mendeley Web Importer (MWI) was used to search for references in order to collect data
between 2013 and 2022, with the accompanying standards: (1) Most relevant; (2) Journals; (3)
the title of the article should contain the words "entrepreneurship education for human resource
development"; (4) English. An initial search on the Mendeley web importer yielded 713 scientific
papers.
To enrich literature and as a comparison material, this study also uses library sources from
Publish or Perish between 2013-2022 with the following criteria: (1) Scopus; (2) Journals; (3) the
keyword "entrepreneurship education for human resource development"; (4) English. One of the
biggest information bases for peer-surveyed writing, the bibliographical pursuit utilizes PoP
applications. [75][76][77]. There is a bibliographic search every year until September 2022 since
the Scopus database via PoP can only hold 200 articles at a time. As initial data, the search turned
up 306 articles.
6. International Journal of Education (IJE) Vol.11, No.3, September 2023
14
Figure 1 : Source of data search from Publish or Perish
Figure. 2. Source of data search from Mendeley Web Importer
3.3. Bibliographic Filters
The bibliography is chosen and arranged according to a number of criteria, including the
following: (1) covers the context of "entrepreneurship education for human resource
development"; (2) use English; and (3) issued by a renowned or established publisher of
bibliographic databases. Every bibliography that will be included or disregarded in the
bibliometric analysis procedure is examined by tracing it via a database of recognized
international journals. The data is taken from the PoP and Mendeley Reference Manager (MRM)
programs and saved in CSV format. Because they were published as book chapters, books,
editorial reviews, or conference articles and did not have abstracts, some PoP and MWI were not
chosen.
3.4. Data Analysis
Based on initial data from the selected articles, namely 713 from MWI and 306 from PoP, the
articles were selected one by one based on the keywords entrepreneurship education, human
7. International Journal of Education (IJE) Vol.11, No.3, September 2023
15
resource development. The next analysis is to analyze the abstract of the article. At this stage, 263
articles were found, 58 from PoP and 205 from MWI
4. FINDINGS/RESULTS
Search results through PoP and MWI, the number of articles found is presented in table 1
Table 1.The Total Number of Papers Published Each Year, Inclusively and Exclusively.
Year Inclusive Exclusive Total
2013 15 28 43
2014 27 51 78
2015 39 23 62
2016 34 22 56
2017 42 38 80
2018 12 43 54
2019 22 53 75
2020 12 52 64
2021 42 15 57
2022 18 3 21
4.1. Analysis of Publication Trends
Trends in journal articles published with the keywords entrepreneurship education for human
resource development from 2013-2022 are depicted in Figure 3.
Figure. 3. Trend of Article Publication Each Year
Figure 3 displays the publishing trend for the area of entrepreneurship education for human
resource development, which reached a high in 2017 and 2021, each with 42 articles that met the
requirements. The lowest publications occurred in 2018 and 2020, namely 12 articles. There are
still very few articles that specifically look for a direct link between entrepreneurship education
and human resource development.
8. International Journal of Education (IJE) Vol.11, No.3, September 2023
16
4.2. Journal-based Analysis
The top 10 journals with the most papers published on the subject of entrepreneurship education
for human resource development are shown in Table 2. Sustainability (Switzerland) Journal holds
the top spot with a total of 31 articles published. The Mediterranean Journal of Social Sciences,
with a total of 4 articles, is in second place. International Journal of Entrepreneurial Behavior and
Research, Journal of Entrepreneurship Education, Journal of Security and Sustainability Issues,
International Journal of Advanced Science and Technology, International Journal of Applied
Business and Economic Research, International Journal of Higher Education, and Journal of
Entrepreneurship Education, published two articles, take the third through tenth positions,
respectively.
Table 2 . The Most Popular "Entrepreneurship Education For Human Resource Development" Journal
No Journal Name Number Of
Article
Publisher
1 Sustainability (Switzerland) 31 MDPI
2 Mediterranean Journal of Social Sciences 4 MCSER-Mediterranean Center of
Social and Educational Research
3 International Journal of Entrepreneurial
Behaviour and Research
2 Emerald publishing
4 Journal of Entrepreneurship Education 2 TechniumScience
5 Journal of Security and Sustainability
Issues
2 The General Jonas Žemaitis
Military Academy of Lithuania
6 International Journal of Advanced Science
and Technology
2 IOSR Journals
7 International Journal of Applied Business
and Economic Research
2 Serial Publications Pvt. Ltd
8 International Journal of Entrepreneurial
Behavior & Research
2 Emerald publishing
9 INTERNATIONAL JOURNAL OF HIGHER
EDUCATION
2
Sciedu Press
10 JOURNAL OF ENTREPRENEURSHIP
EDUCATION
2 Iiste.org
4.3. Citation Amount-based Analysis (Citations Rates per Year)
The number of articles citing "entrepreneurship education for human resource development" is
shown in Table 3 and Figure 3. An ascending-descending - ascending-descending pattern can be
seen in the quotation pattern. Increases were seen from 2013 to 2014 and from 2016 to 2018. The
tendency of decrease, meanwhile, was evident from 2014 to 2016 and from 2018 to 2022. With
117 citations in total from 31 publications, 2014 saw the most citations.
9. International Journal of Education (IJE) Vol.11, No.3, September 2023
17
Table 3 : Inversely correlated with the quantity of papers published is the amount of citations.
Year Number Of
Citation
Number of
article
2013 21 15
2014 117 27
2015 79 39
2016 29 34
2017 85 42
2018 94 12
2019 73 22
2020 61 12
2021 32 42
2022 2 18
Figure 4 : The number of citations is inversely proportional to the number of published articles
Figure 3 above shows that there were 15 articles published in 2013, but they were cited 21 times.
The increase in citations occurred in 2014, although there were only 27 published articles, the
number of citations has become 117 citations. This means that even though the number of articles
is still small, they can influence other writers. Moreover, beginning around 2018, the quantity of
articles refered to has been 94 despite the fact that the quantity of articles distributed has just been
12 articles. This indicates that in 2018 the topic of entrepreneurship education for human resource
development really influenced or inspired other researchers. .
4.4. Top Ten Most Cited Articles
The top 10 papers on entrepreneurship education for human resource development that have
received the most citations are shown in Table 4. The majority of the initial citations come from
Joan DeJaeghere and Aryn Baxter's publications. published in 2014 with 154 citations, with a
large number of citations above 10 and below 100 in the second to tenth orders. .
10. International Journal of Education (IJE) Vol.11, No.3, September 2023
18
Table 4 : Top Ten Articles with the Most Citations
No Author(s) Article Title Year of
Publication
Number
of
Citation
Journal Name
1 Joan DeJaeghere
Aryn Baxter
Entrepreneurship education
for youth in sub-Saharan
Africa: A capabilities
approach as an alternative
framework to neoliberalism's
individualizing risks
2014 154 Progress in
Development
Studies
2 Lubna Rashid Entrepreneurship Education
and Sustainable
Development Goals: A
literature Review and a
Closer Look at Fragile States
and Technology-Enabled
Approaches
2019 77 Sustainability
3 Rae, D. Entrepreneurial learning:
peripherality and
connectedness
2017 69 International
Journal of
Entrepreneurial
Behaviour and
Research
4 Alžbeta
Kucharčíková
Martin Mičiak
Miloš Hitka
EVALUATING THE
EFFECTIVENESS OF
INVESTMENT IN HUMAN
CAPITAL IN E-BUSINESS
ENTERPRISE IN THE
CONTEXT OF
SUSTAINABILITY
2018 60 Sustainability
(Switzerland)
5 Harris, S.P. Accessing social
entrepreneurship:
Perspectives of people with
disabilities and key
stakeholders
2013 60 Journal of
Vocational
Rehabilitation
6 Audretsch, D. Academic policy and
entrepreneurship: a
European perspective
2014 44 Journal of
Technology
Transfer
7 Galvão, A. The role of entrepreneurship
education and training
programmes in advancing
entrepreneurial skills and
new ventures
2020 42 European Journal
of Training and
Development
8 Errasti, N. Factors and maturity level of
entrepreneurial universities
in Spain
2018 30 International
Journal of
Innovation Science
9 Schmitt, U. Supporting the Sustainable
Growth of SMEs with
Content
2018 28 Journal of
Entrepreneurship
and Innovation in
Emerging
Economies
10 Franciska von
Heland, et all
Improving stewardship of
marine resources: Linking
strateg to opportunity
2014 18 Sustainability
(Switzerland)
11. International Journal of Education (IJE) Vol.11, No.3, September 2023
19
4.5. Author Keyword-Based Analysis
The VOSviewer program was used to do author keyword analysis. Figure 3 shows the 149
keywords the author used, examined with a minimum of ten occurrences, and the 35 keywords
that have the strongest relationships between the writers. Out of these 35 keywords, 60% were
determined to be pertinent, resulting in the analysis of 21 keywords. There are 4 clusters present.
Entrepreneurship activity, entrepreneurial culture, entrepreneurial education, entrepreneurial goal,
entrepreneurship course, entrepreneurship education, and university student make up the first of
the cluster's seven topics. Higher education, human resources, human resources development,
human resources management, human resources development, sustainable development, and
vocational education make up Cluster 2's seven topics. Future research and the entrepreneurial
ecosystem make up Cluster 3's two topics. Practical ecosystem and research constraints make up
Cluster 4.
Figure 5: Visualization of Author Keyword Network
Based on Figure 4, it shows that the higher education variable has a strategic position and is a
crossroads in the implementation of entrepreneurship education for human resource development.
4.6. Author Collaboration-Based Analysis
The investigation of author cooperation using VOS Viewer, with a minimum of two documents
appearing, yields 8 writers who are regularly related out of 557 authors. Each author has one
document and 25 links. The author cooperation results in two clusters, red cluster 1 with five
writers and green cluster 2 with three authors, as shown in figure 6.
Figur 6: Author Collaboration Network Visualization.
12. International Journal of Education (IJE) Vol.11, No.3, September 2023
20
5. DISCUSSION
The publishing trend on the subject of entrepreneurship education for human resource
development peaked in 2017 and 2021, with 21 articles each meeting the criteria, throughout the
course of the previous 10 years. The two years with the fewest publications were 2018 and 2020.
Sustainability (Switzerland) was the journal that made a significant contribution to the
publication of the theme of entrepreneurship education and human resource development. This is
consistent with the topic's main focus, which is sustainability.
Hardly any papers explicitly inspect the connection between business instruction and the
improvement of HR The majority of authors address human resource development and
entrepreneurial education separately. This recommends that there are still a lot of opportunities
for the following creator to lay out a reasonable association between business venture schooling
and human asset improvement. There are no articles that specifically look at how
entrepreneurship education affects a company's development of its people resources. There are
several theoretical research opportunities that can be employed as research variables in the future.
Based on the vos viewer image, there are still many variables that can mediate between one
variable and another. Such as human capital variables can be a mediation for human resources
management with entrepreneur education.
A few examples of themes that might change include the development of ecocomics,
entrepreneurial endeavor, entrepreneurial growth, entrepreneurial culture, entrepreneurial
education, entrepreneurial goal, entrepreneurship course, and university students. advanced
education, institutional instruction, human resources, human asset improvement, human asset the
board, social capital, innovative schooling, pioneering expectation, enterprising abilities, and
innovative training. biological system for business. a helpful climate. .
This study has several theoretical contributions and implications, this is one of the analyzes of
entrepreneurship education carried out in tertiary institutions, namely about entrepreneurial
character, mindset and creative and innovative behavior that can be used for all professions and
for the development of HRD in companies [78].
This study helps the company's HR department by fostering entrepreneurial competence, which is
the ability to carry out and follow through on plans, come up with original ideas, apply
knowledge and skills, identify issues, come up with solutions, and establish goals. take charge, be
accountable for your actions, be adaptable to change, and take calculated chances. [32].[33][34].
This review's work also contributes to competency-based training approaches, which relate to
subjective activities that are deliberately involved in actions, making judgments in response to
current conditions [35][33], bringing personal value to the organization [36] [37] for individual
growth in social, business, and government situations. [38]. Young individuals gain
organizational skills, such as time management, leadership development, and interpersonal skills,
via entrepreneurship education. [79].The Theory of Entrepreneurship Competency (M-TEC)
paradigm has been empirically evaluated. There are nine different types of competences, which
are divided into four categories: entrepreneurship, management and business, human resources,
and interpersonal abilities
It should be considered for future research on the issue of entrepreneurial training for human
resource development, with human capital as a moderating variable, and it may be incorporated
to the concept of sustainable development.[80][81].
The theoretical foundation for learning entrepreneurship provides fresh perspectives, new ideas,
and chances that might together produce new value..Students' entrepreneurial attitudes and
13. International Journal of Education (IJE) Vol.11, No.3, September 2023
21
intents can be influenced by entrepreneurship education with successful entrepreneurial role
models (Jena, 2020) and this might result in a greater orientation of students' perceptions of the
social advantages of entrepreneurship (new employment) compared to finance (high income).
while taking into consideration modifications in innovation and advancements in technology. On
a global scale . It is anticipated that entrepreneurship education will reduce young unemployment.
resolving social issues, facilitating the conversion of resources and talents into opportunities and
means of subsistence and maintaining environmental sustainability.
Access to education, education quality, synergies between government, industry, and higher
education, industrial connections, and incentive system are the five areas that the Indonesian
education policy framework focuses on in order to improve human resources and increase the
country's competitiveness. In the mean time, the Coronavirus pandemic's disturbance drove the
Indonesian schooling system to advance its training techniques to adapt to the plague and its
repercussions.[82].. As a result of the coronavirus, possibilities have arisen for entrepreneurial
instructors to apply their knowledge to discover fresh methods that will help create a more
contextual learning environment. [83]. The discoveries of this writing survey prompted the
foundation of the accompanying calculated system for contemplating how business schooling and
human asset improvement are connected.
Figure 7 : HR Development And Entrepreneurship Learning Indicators Provide New Perspectives
14. International Journal of Education (IJE) Vol.11, No.3, September 2023
22
6. CONCLUSIONS
Several variables that can mediate the topic of entrepreneurship education on human resource
development have been found. Variables that are still little researched as mediation are human
capital, social capital and ecosystems for entrepreneurship.
This study has theoretical contributions and implications, related to entrepreneurship education
carried out in tertiary institutions, namely about entrepreneurial character, mindset and creative
and innovative behavior that can be used for all professions and for the development of human
resources in companies.
This study assists the HR department of companies with cultivating entrepreneurial
competencies, namely the ability to execute and follow through on plans, generate original ideas,
apply knowledge and skills, identify problems, generate solutions, and set goals, take
responsibility, adapt to change, and seize calculated opportunities. .
This survey likewise adds to a capability based preparing approach, and the discoveries from this
writing audit lead to the foundation of a calculated system, especially for HR preparing markers
going from information, interaction and result, and further to ponder how business schooling and
human asset improvement relate.
This study suggests a few markers that can be utilized for additional examination connected with
the act of business schooling in tertiary organizations and the execution of human asset preparing
in organizations, particularly on info, cycle and result. Moreover, it is important to increment
participation between advanced education establishments and organizations connected with
human asset preparing for better human asset improvement
The restriction of this study is that the quest for articles really depends on 2022. For data analysis,
other methods can be used for bibliometric studies. Likewise, data search programs can use
programs other than PoP and Mendeley Web Importer
ACKNOWLEDGEMENTS
The author thanks the lab staff, who have helped collect library materials
REFERENCES
[1] V. Kioupi and N. Voulvoulis, “Education for Sustainable Development: A Systemic Framework for
Connecting the SDGs to Educational Outcomes,” Sustainability, vol. 11, no. 21, p. 6104, Nov. 2019,
doi: 10.3390/su11216104.
[2] J. Coenen, L. M. Glass, and L. Sanderink, “Two degrees and the SDGs: a network analysis of the
interlinkages between transnational climate actions and the Sustainable Development Goals,”
Sustain. Sci., 2022, doi: 10.1007/s11625-021-01007-9.
[3] E. Bombiak, “Green human resource management- the latest trend or strategic necessity?,” Entrep.
Sustain. Issues, 2019, doi: 10.9770/jesi.2019.6.4(7).
[4] L. Tomcíková, N. Svetozarovová, J. Coculová, and Z. Danková, “The impact of the global covid-19
pandemic on the selected practices of human resources management in the relationship to the
performance of tourism companies,” Geoj. Tour. Geosites, 2021, doi: 10.30892/GTG.35233-680.
[5] Taslim Ahammad, “Personnel Management to Human Resource Management (HRM): How HRM
Functions?,” J. Mod. Account. Audit., 2017, doi: 10.17265/1548-6583/2017.09.004.
[6] Allam Jaas, “The Essence of Human Resources Management,” J. Adv. Res. Bus. Manag. Account.
(ISSN 2456-3544), 2022, doi: 10.53555/nnbma.v8i1.1153.
[7] A. Q. MOHAMMED, “HR ANALYTICS: A MODERN TOOL IN HR FOR PREDICTIVE
DECISION MAKING,” J. Manage., 2019, doi: 10.34218/jom.6.3.2019.007.
15. International Journal of Education (IJE) Vol.11, No.3, September 2023
23
[8] C. De Gaetano, T. Meduri, and C. Tramontana, “The Fortification System of the Straits - The
Evaluations as Decision Support in the Economic Development Strategies of the Metropolitan
City,” Adv. Eng. Forum, 2014, doi: 10.4028/www.scientific.net/aef.11.573.
[9] A. A. H. Alharthy and N. Bin Marni, “Training Impact on the Human Resources Performance,” J.
Southwest Jiaotong Univ., vol. 55, no. 3, 2020, doi: 10.35741/issn.0258-2724.55.3.12.
[10] C. W. Lee, W. Wu, and C. F. Yang, “Employees’ perceptions of training and sustainability of
human resource,” Sustain., vol. 11, no. 17, 2019, doi: 10.3390/su11174622.
[11] T. Beqiri and I. Mazreku, “Lifelong learning, training and development employee’s perspective,” J.
Educ. Soc. Res., 2020, doi: 10.36941/jesr-2020-0029.
[12] E. N. Raidimi and H. M. Kabiti, “A review of the role of agricultural extension and training in
achieving sustainable food security: a case of South Africa,” South African J. Agric. Ext., 2019, doi:
10.17159/2413-3221/2019/v47n3a520.
[13] V. G. Goulart, L. B. Liboni, and L. O. Cezarino, “Balancing skills in the digital transformation era:
The future of jobs and the role of higher education,” Ind. High. Educ., 2022, doi:
10.1177/09504222211029796.
[14] J. DeJaeghere and A. Baxter, “Entrepreneurship education for youth in sub-Saharan Africa: A
capabilities approach as an alternative framework to neoliberalism’s individualizing risks,” Prog.
Dev. Stud., 2014, doi: 10.1177/1464993413504353.
[15] N. Aboobaker and R. D., “Human capital and entrepreneurial intentions: do entrepreneurship
education and training provided by universities add value?,” Horiz., vol. 28, no. 2, pp. 73–83, Mar.
2020, doi: 10.1108/OTH-11-2019-0077.
[16] L. S. Tudor, C. Langa, I. Bulgaru, and A. N. Lazar, “Study on the development of entrepreneurial
culture in the university environment,” 2020, doi: 10.1109/ECAI50035.2020.9223153.
[17] D. Kim and D. Lee, “Impacts of Metacognition on Innovative Behaviors: Focus on the Mediating
Effects of Entrepreneurship,” J. Open Innov. Technol. Mark. Complex., vol. 4, no. 2, p. 18, Jun.
2018, doi: 10.3390/joitmc4020018.
[18] R. Passaro, I. Quinto, and A. Thomas, “The impact of higher education on entrepreneurial intention
and human capital,” J. Intellect. Cap., vol. 19, no. 1, pp. 135–156, Jan. 2018, doi: 10.1108/JIC-04-
2017-0056.
[19] European Commission, “Entrepreneurship in higher education, especially within non-business
studies,” Final Rep. Expert Gr., 2008.
[20] S. Ofor-Douglas, “Repositioning University Education for Sustainable Youth Empowerment and
National Development in Nigeria,” Int. J. Adv. Res., 2022, doi: 10.37284/ijar.5.1.1021.
[21] P. E. Davis, J. S. Bendickson, J. Muldoon, and W. C. McDowell, “Agency theory utility and social
entrepreneurship: issues of identity and role conflict,” Rev. Manag. Sci., 2021, doi: 10.1007/s11846-
020-00423-y.
[22] “Research on Construction of Innovation and Entrepreneurship Education Ecosystem in Higher
Vocational Colleges Based on Process Orientation,” 2017, doi: 10.25236/aepss.2017.121.
[23] V. Iscaro, L. Castaldi, and E. Sepe, “ExperimentaLab: A virtual platform to enhance entrepreneurial
education through training,” Ind. High. Educ., 2017, doi: 10.1177/0950422216684059.
[24] M. Tekin, Ö. Koyuncuoğlu, T. Geçkil, and D. Baş, “Evaluation of Entrepreneurial-Innovative
University Conditions and Activities from Students’ Point of View in the Context of Industry 4.0,”
2020, doi: 10.1007/978-3-030-31343-2_53.
[25] K. M. Champion, “A Risky Business? The Role of Incentives and Runaway Production in Securing
a Screen Industries Production Base in Scotland,” M/C J., 2016, doi: 10.5204/mcj.1101.
[26] M. T. Matriano and D. Suguku, “Entrepreneurship Growth in Oman: Position, Prospects and
Growth of Entrepreneural Education,” IJAEDU- Int. E-Journal Adv. Educ., 2015, doi:
10.18768/ijaedu.58791.
[27] E. Stam and B. Spigel, “Entrepreneurial Ecosystems,” in The SAGE Handbook of Small Business
and Entrepreneurship, 2017.
[28] K. J. Harkema, “An exploration into entrepreneurial marketing and firm profitability,” 2018.
[29] A. Salas-Amaro, “THE RELEVANCE OF LEADERSHIP EDUCATION IN GRADUATE
BUSINESS PROGRAMS A FOCUS ON: SPIRITUALITY IN MODERN BUSINESS LEADERS,”
J. Int. Manag. Stud., 2014, doi: 10.18374/jims-14-1.17.
[30] A. S. Of and O. Countries, Corporate Governance of stated-owned enterprises-A survey of OECD
countries. 2010.
[31] A. Bris et al., “KNIGHTS, RAIDERS, AND TARGETS - THE IMPACT OF THE HOSTILE
16. International Journal of Education (IJE) Vol.11, No.3, September 2023
24
TAKEOVER - COFFEE,JC, LOWENSTEIN,L, ROSEACKERMAN,S,” J. Bank. Financ., 2021.
[32] I. Nsereko, “Comprehensive social competence and social entrepreneurial action: the mediating role
of entrepreneurial tenacity,” World J. Entrep. Manag. Sustain. Dev., 2021, doi: 10.1108/WJEMSD-
04-2020-0038.
[33] A. Igwe, A. Ogbo, E. Agbaeze, J. Abugu, C. Ezenwakwelu, and H. Okwo, “Self-Efficacy and
Subjective Norms as Moderators in the Networking Competence–Social Entrepreneurial Intentions
Link,” SAGE Open, 2020, doi: 10.1177/2158244020934878.
[34] S. L. Martínez-Martínez and R. Ventura, “Entrepreneurial Profiles at the University: A Competence
Approach,” Front. Psychol., 2020, doi: 10.3389/fpsyg.2020.612796.
[35] C. Chien-Chi, B. Sun, H. Yang, M. Zheng, and B. Li, “Emotional Competence, Entrepreneurial
Self-Efficacy, and Entrepreneurial Intention: A Study Based on China College Students’ Social
Entrepreneurship Project,” Front. Psychol., 2020, doi: 10.3389/fpsyg.2020.547627.
[36] X. Xiang, J. Wang, Z. Long, and Y. Huang, “Improving the Entrepreneurial Competence of College
Social Entrepreneurs: Digital Government Building, Entrepreneurship Education, and
Entrepreneurial Cognition,” Sustain., 2023, doi: 10.3390/su15010069.
[37] J. Álvarez-García, E. Hormiga-Pérez, P. O. Sarango-Lalangui, and M. de la C. del Río-Rama,
“Leaders’ sustainability competences and small and medium-sized enterprises outcomes: The role
of social entrepreneurial orientation,” Sustain. Dev., 2022, doi: 10.1002/sd.2291.
[38] J. Gao, Y. Cheng, H. He, and F. Gu, “The Mechanism of Entrepreneurs’ Social Networks on
Innovative Startups’ Innovation Performance Considering the Moderating Effect of the
Entrepreneurial Competence and Motivation,” Entrep. Res. J., 2023, doi: 10.1515/erj-2020-0541.
[39] A. R. Shaidullina, V. G. Zakirova, S. N. Kashurnikov, E. N. Arestova, A. N. Shmidt, and N. I.
Kovaleva, “Students training for innovative entrepreneurial activity: Social responsibility
competences,” Espacios, 2018.
[40] A. Yani, A. Eliyana, Hamidah, I. K. R. Sudiarditha, and A. D. Buchdadi, “The impact of social
capital, entrepreneurial competence on business performance: An empirical study of SMEs,” Syst.
Rev. Pharm., 2020, doi: 10.31838/srp.2020.9.110.
[41] J. Cui, “The impact of entrepreneurship curriculum with teaching models on sustainable
development of entrepreneurial mindset among higher education students in china: The moderating
role of the entrepreneurial climate at the institution,” Sustain., 2021, doi: 10.3390/su13147950.
[42] T. Sergeeva, M. Podbolotova, E. Natyrova, S. Averianova, and I. Lobanov, “Development of
student entrepreneurial competence using the resources of social partnership,” SHS Web Conf.,
2021, doi: 10.1051/shsconf/20219802005.
[43] D. L. Stufflebeam and C. L. S. Coryn, “Daniel Stufflebeam’s CIPP model for evaluation: An
improvement and accountability oriented approach,” in Evaluation theory, models, and
applications: Research methods for the social sciences, 2014.
[44] K. A. Umam and I. Saripah, “Using the Context, Input, Process and Product (CIPP) Model in the
Evaluation of Training Programs,” Int. J. Pedagog. Teach. Educ., 2018, doi:
10.20961/ijpte.v2i0.26086.
[45] C. Russon and K. Russon, “Daniel Stufflebeam and The World Bank,” Eval. Program Plann., 2018,
doi: 10.1016/j.evalprogplan.2017.12.011.
[46] M. J. Afriati and M. Ahmad, “Quality Management Human Resource Training and Development,”
J. Curric. Indones., 2022.
[47] H. Jia Bao, H. Kwek Cheng, S. Seksyen, and B. Baru Bangi Azizi Abu Bakar, “A Study on Human
Resource Function: Recruitment, Training and Development, Performance Appraisal and
Compensation,” J. Glob. Bus. Soc. Entrep., 2021.
[48] A. Hani Al-Kassem, “Significance of Human Resources Training and Development on
Organizational Achievement,” PalArch’s J. Archaeol. Egypt / Egyptol., 2021.
[49] S. Surbhi, “Difference between Training and Development,” Key Differences., 2018. .
[50] R. F. Putri and Sopiah, “HUMAN RESOURCES TRAINING AND DEVELOPMENT: A
SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS,” J. Ekon. Kreat.
DAN Manaj. BISNIS Digit., 2022, doi: 10.55047/jekombital.v1i2.320.
[51] D. Harding, A. L. Kadiyono, Y. Hidayat, and N. Yuniarti, “Human resource training and
development asan answer toaec challenge,” J. Psikol. Sains dan Profesi, 2018.
[52] N. M. Tri and L. N. Minh, “Factors affecting the role of education and training in human resource
development of Vietnam,” Int. J. Health Sci. (Qassim)., vol. 6, no. S1, 2022, doi:
10.53730/ijhs.v6ns1.4742.
17. International Journal of Education (IJE) Vol.11, No.3, September 2023
25
[53] S. D. Apriliana and E. R. Nawangsari, “Competency-based human resource ( HR ) training and
development,” Forum Ekon., 2021.
[54] Y. Xie, F. Boadu, Z. Chen, and A. S. Ofori, “Multinational Enterprises’ Knowledge Transfer
Received Dimensions and Subsidiary Innovation Performance: The Impact of Human Resource
Management Practices and Training and Development Types,” Front. Psychol., 2022, doi:
10.3389/fpsyg.2022.886724.
[55] Gulzar Ahmad, “Human Resource Training and Development Awareness and Practices in Small,
Medium and Large Organizations,” Acad. J. Soc. Sci. (AJSS ), 2020, doi:
10.54692/ajss.2020.04011024.
[56] A. Joel Samson, “80 Effects of Human Resource Training and Development on Productivity in
Nigerian Hospitality Industry,” Int. J. Public Adm. Manag. Res., 2014.
[57] A. G. Desta, “Linking human resource training and development, employee commitment and job
satisfaction: The moderation role of the work environment,” Int. J. Manag. Entrep. Soc. Sci.
Humanit., 2021, doi: 10.31098/ijmesh.v4i1.535.
[58] B. L. Lok, M. Y. Cheng, and C. K. Choong, “The relationship between soft skills training and
development, human resource outcome and firm performance,” Int. J. Bus. Soc., 2021, doi:
10.33736/IJBS.3184.2021.
[59] H. Abdullah, “Major challenges to the effective management of human resource training and
development activities,” J. Int. Soc. Res., 2009.
[60] B. G. Rocha et al., “Perception of pharmacists regarding human resources, training, and
development of a national hospital pharmacy: a preliminary report on Basel Statements,” Brazilian
J. Pharm. Sci., 2022, doi: 10.1590/s2175-97902022e19877.
[61] R. J. Torraco and H. Lundgren, “What HRD Is Doing—What HRD Should be Doing: The Case for
Transforming HRD,” Human Resource Development Review. 2020, doi:
10.1177/1534484319877058.
[62] F. V. Mitsakis, “Human resource development (HRD) resilience: a new ‘success element’ of
organizational resilience?,” Hum. Resour. Dev. Int., 2020, doi: 10.1080/13678868.2019.1669385.
[63] S. N. Ngambi and W. W. Chakanika, “University Extension Education in Zambia: increasing
Opportunities for Human Resource Training and Development,” Multidiscip. J. …, 2020.
[64] J. You, S. Kim, K. Kim, A. Cho, and W. Chang, “Conceptualizing meaningful work and its
implications for HRD,” Eur. J. Train. Dev., 2021, doi: 10.1108/EJTD-01-2020-0005.
[65] D. Kreismann and T. Talaulicar, “Business Ethics Training in Human Resource Development: A
Literature Review,” Human Resource Development Review. 2021, doi:
10.1177/1534484320983533.
[66] K. M. Dirani et al., “Leadership competencies and the essential role of human resource development
in times of crisis: a response to Covid-19 pandemic,” Hum. Resour. Dev. Int., 2020, doi:
10.1080/13678868.2020.1780078.
[67] J. Gold, P. Jolliffe, J. Stewart, C. Glaister, and S. Halliday, “Futures and foresight learning in
HRD,” Eur. J. Train. Dev., 2022, doi: 10.1108/EJTD-05-2022-0059.
[68] V. Anderson, “A digital pedagogy pivot: re-thinking higher education practice from an HRD
perspective,” Hum. Resour. Dev. Int., 2020, doi: 10.1080/13678868.2020.1778999.
[69] A. Chatzimouratidis, I. Theotokas, and I. N. Lagoudis, “Decision support systems for human
resource training and development,” Int. J. Hum. Resour. Manag., 2012, doi:
10.1080/09585192.2011.561235.
[70] A. Mulang, “The Importance of Training for Human Resource Development in Organization,” J.
Public Adm. Gov., 2015, doi: 10.5296/jpag.v5i1.7505.
[71] T. L. Fung, J. K. Chou, and K. L. Ma, “A design study of personal bibliographic data visualization,”
2016, doi: 10.1109/PACIFICVIS.2016.7465279.
[72] M. E. Falagas, A. Zarkali, D. E. Karageorgopoulos, V. Bardakas, and M. N. Mavros, “The Impact
of Article Length on the Number of Future Citations: A Bibliometric Analysis of General Medicine
Journals,” PLoS One, 2013, doi: 10.1371/journal.pone.0049476.
[73] M. N. Jotabá, C. I. Fernandes, M. Gunkel, and S. Kraus, “Innovation and human resource
management: a systematic literature review,” European Journal of Innovation Management. 2022,
doi: 10.1108/EJIM-07-2021-0330.
[74] M. N. Hudha, I. Hamidah, A. Permanasari, A. G. Abdullah, I. Rachman, and T. Matsumoto, “Low
carbon education: A review and bibliometric analysis,” European Journal of Educational Research.
2020, doi: 10.12973/eu-jer.9.1.319.
18. International Journal of Education (IJE) Vol.11, No.3, September 2023
26
[75] T. Amutuhaire, “The Reality of the ‘Publish or Perish’ Concept, Perspectives from the Global
South,” Publ. Res. Q., 2022, doi: 10.1007/s12109-022-09879-0.
[76] M. Lambovska and D. Todorova, “‘Publish and flourish’ instead of ‘publish or perish’: A
motivation model for top-quality publications,” J. Lang. Educ., 2021, doi: 10.17323/jle.2021.11522.
[77] B. Davies and G. Felappi, “Publish or Perish,” Metaphilosophy, 2017, doi: 10.1111/meta.12269.
[78] S. Susilaningsih, “Pendidikan Kewirausahaan Di Perguruan Tinggi: Pentingkah Untuk Semua
Profesi?,” J. Econ., vol. 11, no. 1, p. 1, 2015, doi: 10.21831/economia.v11i1.7748.
[79] Y. Stamboulis and A. Barlas, “Entrepreneurship education impact on student attitudes,” Int. J.
Manag. Educ., 2014, doi: 10.1016/j.ijme.2014.07.001.
[80] D. Rae, “Entrepreneurial learning: peripherality and connectedness,” Int. J. Entrep. Behav. Res., vol.
23, no. 3, pp. 486–503, 2017, doi: 10.1108/IJEBR-05-2016-0132.
[81] L. Rashid, “Entrepreneurship education and sustainable development goals: A literature review and
a closer look at fragile states and technology-enabled approaches,” Sustainability (Switzerland), vol.
11, no. 19. 2019, doi: 10.3390/su11195343.
[82] S. M. Indrawati and A. Kuncoro, “Improving Competitiveness Through Vocational and Higher
Education: Indonesia’s Vision For Human Capital Development In 2019–2024,” Bull. Indones.
Econ. Stud., vol. 57, no. 1, pp. 29–59, Jan. 2021, doi: 10.1080/00074918.2021.1909692.
[83] V. Ratten, “Coronavirus and international business: An entrepreneurial ecosystem perspective,”
Thunderbird International Business Review. 2020, doi: 10.1002/tie.22161.